Describes the elements of a successful employee training programme. Explains the distinction between training and education, along with a discussion of why “soft skills” training initiatives are less effective than skills‐based approaches. Discusses the critical role of the training manager in implementing a training programme, as well as important considerations when developing a strategic training plan. Finally, describes several key factors which determine how employee training programmes can best support company profitability.

Leadership is a key ingredient in the ultimate success or failure of any organization. In this article the authors review the research on leadership in general and then focus on how leadership in the academic world is similar to, yet distinct from, leadership in the private sector. Included in this discussion are a description of how leadership in colleges and universities has evolved, the characteristics that are unique to higher education together with their implications for effective leadership, and consideration of the immense challenges academic leaders face as they attempt to keep higher education responsive to the needs of business and industry. The authors also address the emergence of student affairs administration and the current crisis in academic leadership.

As we continue into the new millennium, it is imperative that educational institutions equip graduates with the knowledge and skills that are increasingly needed and valued by business and industry. In this article, the authors argue that the case study approach and, specifically, case study competitions constitute an ideal pedagogical strategy for achieving this objective in an effective and efficient manner, with resulting benefits for both students and employers.

Alumni organizations have special opportunities to influence the experience of prospective and current college students. This chapter explores programs that enhance connections between students and alumni.

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In order to examine the potential relationship between life satisfaction, spirituality and other demographic variables, 147 African American women from Alabama, Florida, Georgia, Kentucky, Michigan and Missouri were asked to complete the Adult Life Satisfaction Scale (ALSS) and the Black Women=s Spirituality/Religiosity Measure (BWSRM). In-depth interviews were also conducted with six African American women. Data obtained were subjected to correlated groups t test, Pearson r=s and regression analysis; content analysis was used to analyze the interview data. Although no significant difference was found among the ratings of life satisfaction and spirituality with respect to age or education level, the African American women did report higher levels of religiosity than spirituality which correlated significantly with life satisfaction. Analysis of a subscale of the BWSRM found that the women reported significantly higher levels of spirituality than religiosity. A moderate correlation was found between age and religiosity while spirituality was found to be a critical variable in contributing to life satisfaction in African American women at midlife, regardless of age, income or education. African American Women at Midlife: The Relationship Between Spirituality and Life SatisfactionAfrican American women share a history steeped in both oppression and spirituality. Subordination obviously has a deleterious effect on the potential of individuals to contribute to the well being of society (Akbar, 1991;West 1993). Currently, more African American women are being sent to prison than ever before and the percentage of African American women with AIDS/HIV is at an all time high (US Census Bureau, 1998). Life transitions also become more difficult and often it is only through the evolution of their spirituality that African American women achieve greater life satisfaction (Devi, 1994; Warfield-Coppack, 1995). Unfortunately, many religious belief systems and practices contribute to, rather than distract from, the stress experienced by African American women.The genesis of self help in the African American community was the ABlack church,@ which, for sake of clarity, is used to denote a community of churches with a membership that is predominately African American. Within this institution existed a dichotomous process and blend of African-centered focus and mainstream Euro-American doctrine and philosophy (Asante, 1990;Frazier, 1974;Karenga, 1988). Religion has been manifest as a political force, a protective factor and an educational and transformational vehicle (Collins, 1990;hooks, 1990;Karenga, 1988). And even though the majority of African Americans in the United States are protestant with a Judeo-Christian base, there are growing numbers of African American who affiliate or identify with Islam, ancient African religions as well as various nontraditional and unorthodox sects (Karenga, 1993).Several developmental theorists (Fodor, 1990;Jones, 1998;Ruffin, 1989) have alluded to the fact that African American women a...

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In the year 2000 minorities are expected to account €or over one third of all entrants to the national workforce and 25% of workers.- LUZZO, 1993, p. 227 Vocational development theory involves a n understanding of occupational choice, vocational identity, evolution of personal identity in regard to career, and adjustment to the world of work. Most theorists view vocational behavior as a continuing process of growth and learning, with emphasis on individual self-concept, developmental experiences, personal history, and the psychosocial environment (Morales, 1996). According to Super's (Super, Savickas, & Super, 1996) life span-life space approach to careers, for example, people often choose occupations that allow for maximum integration of one's vocational self-concept. Culturally based messages received from significant people and institutions in one's environment greatly affect these perceptions and expressions of self (Hollinger, 1996).According to Arbona (1996), contemporary developmental theories, formulated largely through the study of White, middle-class males, may apply t o people from all classes and ethnic groups if they exhibit at least average academic achievement, desire stable and meaningful employment, and have access to educational opportunities. Yet traditional models of career development, when applied to ethnic minorities, may overemphasize patterns associated with White middle-class career development and discount varied and divergent beliefs about work. Coupled with the unavailability of career guidance and prejudicial barriers to employment faced by ethnic minorities, these factors may negate theories that are based on assumptions that career development is a continuous process and that all people have the means to implement their choices (Hendricks, 1994;Leong & Brown, 1995). In addition, traits required for occupational success may vary for people outside the majority culture. Some ethnic minorities, for example, may advance more fully if they possess certain characteristics not required of White males (i.e., the ability to deal with discrimination).Although ethnic groups are the primary units of focus in explaining 233